AMERICAN PSYCHOLOGICAL ASSOCIATION
Resolution on Violence in Video Games and Interactive Media
WHEREAS decades of social science research reveals the strong influence of televised
violence on the aggressive behavior of children and youth (APA Task Force On
Television and Society; 1992 Surgeon General’s Scientific Advisory Committee on
Television and Social Behavior, 1972); and
WHEREAS psychological research reveals that the electronic media play an important
role in the development of attitude, emotion, social behavior and intellectual functioning of
children and youth (APA Task Force On Television and Society, 1992; Funk, J. B., et al.
2002; Singer, D. G. & Singer, J. L. 2005; Singer, D. G. & Singer, J. L. 2001); and
WHEREAS there appears to be evidence that exposure to violent media increases
feelings of hostility, thoughts about aggression, suspicions about the motives of others,
and demonstrates violence as a method to deal with potential conflict situations
(Anderson, C.A., 2000; Anderson, C.A., Carnagey, N. L., Flanagan, M., Benjamin, A. J.,
Eubanks, J., Valentine, J. C., 2004; Gentile, D. A., Lynch, P. J., Linder, J. R., & Walsh, D.
A., 2004; Huesmann, L. R., Moise, J., Podolski, C. P., & Eron, L. D., 2003; Singer, D. &
Singer, J., 2001); and
WHEREAS perpetrators go unpunished in 73% of all violent scenes, and therefore teach
that violence is an effective means of resolving conflict. Only 16 % of all programs
portrayed negative psychological or financial effects, yet such visual depictions of pain
and suffering can actually inhibit aggressive behavior in viewers (National Television
Violence Study, 1996); and
WHEREAS comprehensive analysis of violent interactive video game research suggests
such exposure a.) increases aggressive behavior, b.) increases aggressive thoughts, c.)
increases angry feelings, d.) decreases helpful behavior, and, e.) increases physiological
arousal (Anderson, C.A., 2002b; Anderson, C.A., Carnagey, N. L., Flanagan, M.,
Benjamin, A. J., Eubanks, J., Valentine, J. C., 2004; Anderson, C.A., & Dill, K. E., 2000;
Bushman, B.J., & Anderson, C.A., 2002; Gentile, D. A., Lynch, P. J., Linder, J. R., &
Walsh, D. A., 2004); and
WHEREAS studies further suggest that sexualized violence in the media has been linked
to increases in violence towards women, rape myth acceptance and anti-women
attitudes. Research on interactive video games suggests that the most popular video
games contain aggressive and violent content; depict women and girls, men and boys,
and minorities in exaggerated stereotypical ways; and reward, glamorize and depict as
humorous sexualized aggression against women, including assault, rape and murder
(Dietz, T. L., 1998; Dill, K. E., & Dill, J. C., 2004; Dill, K. E., Gentile, D. A., Richter, W. A.,
& Dill, J.C., in press; Mulac, A., Jansma, L. L., & Linz, D. G., 2002; Walsh, D., Gentile, D.
A., VanOverbeke, M., & Chasco, E., 2002); and
WHEREAS the characteristics of violence in interactive video games appear to have
similar detrimental effects as viewing television violence; however based upon learning
theory (Bandura, 1977; Berkowitz, 1993), the practice, repetition, and rewards for acts of
violence may be more conducive to increasing aggressive behavior among children and
youth than passively watching violence on TV and in films (Carll, E. K., 1999a). With the
development of more sophisticated interactive media, such as virtual reality, the
implications for violent content are of further concern, due to the intensification of more
realistic experiences, and may also be more conducive to increasing aggressive behavior
than passively watching violence on TV and in films (Calvert, S. L., Jordan, A. B.,
Cocking, R. R. (Ed.) 2002; Carll, E. K., 2003; Turkle, S., 2002); and
WHEREAS studies further suggest that videogames influence the learning processes in
many ways more than in passively observing TV: a.) requiring identification of the
participant with a violent character while playing video games, b.) actively participating
increases learning, c.) rehearsing entire behavioral sequences rather than only a part of
the sequence, facilitates learning, and d.) repetition increases learning (Anderson, C.A.,
2002b; Anderson, C.A., Carnagey, N. L., Flanagan, M., Benjamin, A. J., Eubanks, J.,
Valentine, J. C., 2004; Anderson, C.A. & Dill, K. E., 2000); and
WHEREAS the data dealing with media literacy curricula demonstrate that when children
are taught how to view television critically, there is a reduction of TV viewing in general,
and a clearer understanding of the messages conveyed by the medium. Studies on
media literacy demonstrate when children are taught how to view television critically,
children can feel less frightened and sad after discussions about the medium, can learn to
differentiate between fantasy and reality, and can identify less with aggressive characters
on TV, and better understand commercial messages (Brown, 2001; Hobbs, R. & Frost,
R., 2003; Hortin, J.A., 1982; Komaya, M., 2003; Rosenkoetter, L.J., Rosenkoetter, S.E.,
Ozretich, R.A., & Acock, A.C., 2004; Singer & Singer, 1998; Singer & Singer,1994)
THEREFORE BE IT RESOLVED that APA advocate for the reduction of all violence in
videogames and interactive media marketed to children and youth.
BE IT FURTHER RESOLVED that APA publicize information about research relating to
violence in video games and interactive media on children and youth in the Association’s
publications and communications to the public.
BE IT FURTHER RESOLVED that APA encourage academic, developmental, family, and
media psychologists to teach media literacy that meets high standards of effectiveness to
children, teachers, parents and caregivers to promote ability to critically evaluate
interactive media and make more informed choices.
BE IT FURTHER RESOLVED that APA advocate for funding to support basic and
applied research, including special attention to the role of social learning, sexism,
negative depiction of minorities, and gender on the effects of violence in video games and
interactive media on children, adolescents, and young adults.
BE IT FURTHER RESOLVED that APA engage those responsible for developing violent
video games and interactive media in addressing the issue that playing violent video
games may increase aggressive thoughts and aggressive behaviors in children, youth,
and young adults and that these effects may be greater than the well documented effects
of exposure to violent television and movies.
BE IT FURTHER RESOLVED that APA recommend to the entertainment industry that
the depiction of the consequences of violent behavior be associated with negative social
consequences.
BE IT FURTHER RESOLVED that APA (a) advocate for the development and
dissemination of a content based rating system that accurately reflects the content of
video games and interactive media, and (b) encourage the distribution and use of the
rating system by the industry, the public, parents, caregivers and educational
organizations.
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